BRIDGE Learning Toolkit

Exercise / Activity Guidelines

1. Introduction of Content Area and Units (i.e. where this exercise or activity fits)
Name of content area (check one): / Advocacy Media/ Communications
Gender Analysis Leadership Development
Introduction / methodology of your content area (such as a step-by-step process, a series of units, a menu of tools / options, etc.): / This content area “Media / Communication” is comprised of a series of units that aim to offer skills and competencies in order for organizations to be able to use media more strategically. Some units feature hands-on, skills-based exercises, while others are meant as an instructional tool.
This module - “Developing Compelling Messengers” - contains 4 exercises thatwill provide participants with techniques to compellingly convey their message for a variety of purposes from public speaking events to media materials, and in order to achieve their desired type of media coverage.
Number and title of unit or step in the process: / Module 3: Developing Compelling Messengers
Exercise 1
Learning objectives of unit (such as purpose, aims, skills or knowledge to be developed): / Participants will be asked to use a critical eye in examining media clips in order to identify the type of media coverage they want to achieve and avoid.
2. Instructions for Exercise / Activity
Name and number of exercise or activity: / Identifying the Kind of Media Coverage You Want to Achieve
Method or format of exercise (i.e. small group discussion, journaling, interactive activity, survey, pop quiz, creative brainstorming session, or other type of activity): / Large group discussion, watching video clips
Description of exercise / activity (1-2 sentences): / This exercise will help participants begin identifying elements of good media coverage.
Estimated time needed: / 30 minutes recommended
Target audience (i.e. upper management, board, program staff, community members / volunteers, etc.): / Applicable to all levels of staff and community members
Instructions for facilitator / trainer: / Opening Introduction: “The first step to developing compelling messengers for your organization is to start at the finish line and set your goal. We know we benefit from generating media attention to our work and issue but we are also seeking to achieve “positive” media coverage. What does that mean or look like?”
The facilitator will direct attention to two CNN clips covering the same issue of immigration reform. Participants will be asked to compare and contrast the two clips by jotting down their responses to the following five questions in separate post-its:
1) What image(s) stay with you?
2) What are up to three words or phrases that stay with?
3) What was the message?
4) Who is/are the protagonist(s)?
5) How is/are the protagonist(s) portrayed?
Taped on the wall should be large butcher paper with the five questions written in big headings and after 3-5 minutes of reflection, participants will be asked to post their responses to the five questions. The facilitator will then go through each question, reading aloud some of the responses. Finally, the facilitator will then lead a general discussion on the two video clips. The goal is to have participants largely agree that there were significantly two different messages left from the two video clips and that one is more positive than the other.
Lastly, the facilitator should draw two columns on butcher paper with the headings: “What we want to avoid” and “What we aspire for.”In going through this last step, the facilitator should emphasize that the aspirational is achievable. “What we believe constitutes “good media coverage” are both achievable and controllable. The remaining exercises as a series are designed to provide the foundation towards that goal.”
Additional tips, quotes, or suggestions for facilitators or for learners (if any):
Evaluation / reflection component (if any): / Ask participants to draw from their experiences an occasion when their organization received positive and negative media coverage. Ask follow up questions:
“Did they feel they could control the media coverage?”
“How or what would they do differently in retrospect?”
“Did the negative media coverage adversely affect their work/organization?”
With this closing reflection, the participants acknowledge the importance of community organizations and members taking control of media but also affirming the infinite value of individuals telling their own stories.
3. Supplementary Resources
Name(s) and numbers of accompanying handouts or case studies (if any): / No handout
Definition of relevant terms for BRIDGE toolkit glossary (if any):
Sources cited (to include in toolkit bibliography:
Additional suggested resources or tools (provide Web address or other contact info): / Language Use:This activity could be conducted for participants that are proficient in English or Korean, except with the senior population. If the facilitator is not bilingual, two facilitators (English and Korean speaking) could be used.
Supplies: DVD player and screen, butcher paper, markers and post- its.
1. Introduction of Content Area and Units (i.e. where this exercise or activity fits)
Name of content area (check one): / Advocacy Media/ Communications
Gender Analysis Leadership Development
Introduction / methodology of your content area (such as a step-by-step process, a series of units, a menu of tools / options, etc.): / This content area “Media / Communication” is comprised of a series of units that aim to offer skills and competencies in order for organizations to be able to use media more strategically. Some units feature hands-on, skills-based exercises, while others are meant as an instructional tool.
This module “Developing Compelling Messengers” contains 4 exercises that will provide participants with techniques to compellingly convey their message for a variety of purposes from public speaking events to media materials, and in order to achieve their desired type of media coverage.
Number and title of unit or step in the process: / Developing Compelling Messengers
Exercise 2
Learning objectives of unit (such as purpose, aims, skills or knowledge to be developed): / Participants will learn the basics of producing a compelling profile of a community member.
2. Instructions for Exercise / Activity
Name and number of exercise or activity: / Constructing a Compelling Profile
Method or format of exercise (i.e. small group discussion, journaling, interactive activity, survey, pop quiz, creative brainstorming session, or other type of activity): / Large group introductions and conclusions, small group discussions, writing and reading exercises.
Description of exercise / activity (1-2 sentences): / This exercise will help participants begin identifying elements of a compelling written profile.
Estimated time needed: / 1.5 hours recommended.
Target audience (i.e. upper management, board, program staff, community members / volunteers, etc.): / Applicable to all levels of staff and community members.
Instructions for facilitator / trainer: / Opening Introduction: “Much of what will draw media makers to feature a sympathetic profile of your community member is actually how you present the story.
A compelling profile allows the audience to identify with the community member, sympathize with the problem, and support the solution to the issue. It is up to us basically.
When are these profiles used?” Facilitator can ask for participants to say when they have used them. They include: for press materials, annual reports, call to actions, funding appeals, testimonies, press conferences, and public events.)
To start the exercise, ask one participant to read aloud Example 1 and another participant to read aloud Example 2 from the “Profiles” handout. With each following question, ask participants to indicate with a show of hands which profile (1 or 2) they thought best answers the following questions:
“There is no question that both stories pull at your heart strings and elicit a desire to reach out and help. But there are also differences. “Which individual could you identify with more?”
“Did either of them seem more in control? More helpless?”
“Which profile motivated and moved you more?”
Now participants will be told that they will be given some time to spend on developing a profile. Using the handout “Profile Frame – Key Components,” have participants take turns reading the handout. Ask for questions and comments to confirm that there is agreement on what are key elements for a compelling profile.
Ask participants to form into pairs and re-compose the profile of Rudy in their handout in 15 minutes. Then ask for volunteers to read their revised versions.
Ask participants to provide feedback and include the following three questions:
“Is it better than the original and if so why?”
“What key words, phrases, images stayed with them?”
“Did they feel motivated to act?”
Explain to participants that writing a compelling profile is an extremely valuable skill that anyone can obtain, if they keep those elements in mind.
Additional tips, quotes, or suggestions for facilitators or for learners (if any): / What Profile Example #1 demonstrates is the typical story. Community members & advocates are so used to seeing profiles written in the style of Example #1, that they may find it more compelling as a result. Your task as the facilitator is to push participants to visualize community members telling empowering stories. One suggestion is to remind participants to reflect on Exercise #1, “Identifying the kind of media coverage you want to achieve.”
When you can identify with a person, it’s more likely that you feel a connection; you want that person to succeed. This may mean that you would want to work with that person to better their life, which in a way ends up improving the quality of many lives.
If an organization decides that they want to collect profiles of community members, the facilitator should strongly recommend that staff members always inform the individuals that their story may be shared publicly. If the community member is uncomfortable with going public, an alias must be used. In all cases, a signed informed consent form should be collected and a copy provided to the community member if they would like a copy.
Evaluation / reflection component (if any): / Ask participants if they felt the exercise allows them to feel more confident about writing their own profile. Encourage them to go home tonight and write a profile of themselves or someone close to them. It does not have to be shared but they may also want to share it with the participants in the future.
3. Supplementary Resources
Name(s) and numbers of accompanying handouts or case studies (if any): / Handout #1: Sample profiles
Handout #2: Profile Frame – Key Components
Definition of relevant terms for BRIDGE toolkit glossary (if any): / Profile: A profile is short biography of an individual typically one-paragraph long.
Sources cited (to include in toolkit bibliography:
Additional suggested resources or tools (provide Web address or other contact info): / Language Use:The large group discussions for the beginning and end of the activity could be conducted for participants that are proficient in English or Korean but the break-out sessions should be done according to language fluency. There should be at least one Korean proficiency group and another English proficiency group. If the facilitator is not bilingual, two facilitators (English and Korean speaking) could be used. For the senior population, it is best to do it conduct the entire exercise in one language.
Supplies: Pens and paper.

HANDOUT #1 SAMPLE PROFILES

Example 1

Manu has never experienced the blessings of a poverty-free home. His mother died during childbirth and his father is a hard working manwho earns $200 U.S. dollars ---10 times less than the average salary of a working person in the United States. His father isdedicated to his home and family, but in spite of his best efforts to make ends meet but there seems no way out of their miserable plight. Manu has two siblings who have also known no time when they have not been hungry. Finally in utter desperation, Manu’s father appealed to the Save the Children project for assistance in the care and education of their youngest son. Manu is being sponsored now and it has changed his life. Along with basic necessities for survival, sponsorship gave Manu something else he did not have before; it gave him hope.Sponsorship changed his way of looking at things. When his mother had died, he had felt as if the world had forgotten about him, but through the program, he believes that his sponsors are people sent purposely to bring hope to his family. He is now attending pre-school regularly where he learns math and sciences. He also enjoys making friends and playing games. For children like Manu who need your help: Say “yes” Save the Children project and you can transform his life.

Example 2

Manu often dreams about his favorite superhero, Superman, flying without a care in the world and enjoying the warm sun. In those dreams, he is looking down from the blue skies and sees his father walking on the grass and his two older brothers walking home from school. Waking up, 6-year old Manu was always hungry. And he doesn’t quite understand everything in his dreams. He knows that his father walks in the grass, but doesn’t understand that he works in the fields picking grapes, earning less than $200 U.S. dollars a year to support a family of five; or that his brothers must walk over 2 miles one way to go to school.Two years ago, his mother died of cancer. When he thinks of her, he remembers her waking at the break of dawn to prepare his breakfast before going to a factory far away for 16 hours workdays. Without her, his father found it impossible to stretch every dollar and provide at least one meal a day. Manu’s father appealed to the Save the Children and became a member of a new initiative to learn new job skills and receive childcare support. Described as curious” and “spunky,” Manu is now 8 years old and determined to become a pilot, to be like Superman and fly through the air and care for his family. Manu has set his mind to make this dream come true. Join Manu and thousands of little boys and girls like him dreaming of a better life for himself and his family by being a part of “X” organization.

Handout #2 PROFILE FRAME – KEY COMPONENTS

A compelling profile allows the audience to identify with the community member, sympathize with the problem, and support the solution to the issue. These profiles are about your community. How you present the story shapes the perception of your community.

Through this exercise, participants will be able to write profiles that can be used for press materials, annual reports, funding appeals, call to actions, testimonies, and public events.If you are composing a profile on a community member, collect as much information as possible which enables you to form a comprehensive portrait. Naturally some of this information and details may be deleted during the editing process.

  1. IDENTIFICATION

The first step to developing sympathy for the issue is enabling the audience to identify and feel an attachment to you and your life.

  • What do you do and where do you live? (If student, specify year, school, and major, extracurricular activities, if any. If working, consider adding more details other than job title or describe in terms of what you do. If neither, describe what you do in a typical day.)
  • Share what motivates you to go to work, to stay in school, etc.
  • Share a memory you have of a happier, memorable time, a dream you have/had that is appropriate to the issue and/or supports your message.
  • Give more background about your family. Not just how many or their names but their particular likes/dislikes, special characteristics, what keeps you close and special as a family, and if your parents work, more than what they do or where but some flavor to their job.
  • What terms or short phrases would someone close to you use to describe your personality?
  1. PROBLEM
  • What is the problem or challenges that you are facing? Avoid referring to a law, bill or a policy description alone but share simply what bad thing has happened to you.
  • Share the hardships you have faced or sacrifices you have made. What have you lost?
  • If possible, assign agency to the problem – who or what has caused this situation.
  1. SOLUTION
  • How would the solution be resolved? What struggle will it involve?
  1. ACTION
  • How can the audience show support or become involved?

PROFILE REWRITE EXERCISE

Rudy was a straight-A in high school who hopes to go to college some day. While Rudy has a few private scholarships and her parents are helping to pay the tuition, Rudy works on the weekends since she isn’t eligible for financial aid. As an undocumented student, Rudy is one of 65,000 others who graduate every year uncertain of what the future holds. It doesn’t make sense for talent like Rudy to go to waste. That’s why America needs the DREAM Act to pass. Call your representative and tell them to support the DREAM Act.